This review synthesizes research on "Digital Transformation in Engineering Education: A Systematic Review of University Operations" to address fragmented understanding of how digital technologies reshape institutional practices and curricula. The review aimed to taxonomize digital transformation frameworks, evaluate emerging technology integration, identify barriers, benchmark governance strategies, and assess transformation outcomes. A systematic analysis of peer-reviewed studies employing qualitative, quantitative, and bibliometric methods across diverse geographic contexts was conducted. Findings reveal that holistic, multi-dimensional frameworks integrating technological, pedagogical, and organizational elements predominate but lack empirical validation across varied institutions. AI, digital twins, and immersive technologies significantly enhance personalized learning and administrative efficiency, yet infrastructure deficits, ethical concerns, and faculty readiness impede adoption. Leadership and strategic governance emerge as critical enablers, though evidence on governance effectiveness and inclusivity remains limited. Outcome assessments indicate improvements in educational quality and stakeholder engagement, but standardized metrics and longitudinal evaluations are scarce. These findings converge to highlight the necessity for integrative, empirically grounded frameworks that address technological, organizational, and socio-cultural dimensions comprehensively. The review underscores implications for developing sustainable, inclusive digital transformation strategies that align engineering education with evolving industry demands and institutional goals.

Keywords

Digital transformation, Engineering education, Higher education institutions, University operations, Educational technology